Philosophiae Doctor - PhD (Education)

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Action researching the interaction between teaching, learning, language and assessment at The University of Namibia
(University of the Western Cape, 2005) Otaala, Laura Ariko; Herman, Harold; Faculty of Education
The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
African Renaissance in health education: developing an integrative programme of Unani-Tibb training for health care professionals in Southern Africa
(University of the Western Cape, 2004) Bhikha, Rashid Ahmed Hassen; Lazarus, Sandy; Meerkotter, Dirk; NULL; Faculty of Education
The present healthcare system in South Africa suffers from a number of serious deficiencies. Whilst orthodox bio-medicine is well established in most first world countries, its total introduction and implementation into all communities within South Africa faces many obstacles. The cost of diagnostic techniques, investigative procedures and pharmaceutical products, the availability of competent medical staff in the non-urban areas, and the lack of acceptance of the philosophy and practice of orthodox bio-medicine in rural regions are but some of the factors which conspire against the general application of this orthodox medical paradigm. Another problem confronting healthcare and medical practice in South Africa, particularly at this stage of our historical development, is the absolute focus on orthodox bio-medicine, often to the detriment of other medical paradigms that also have advantages to offer. Can the integration of another medical paradigm, such as Unani-Tibb, enhance the practice of orthodox bio-medicine in this country?The aim of the thesis was to investigate the possibility of integrating Unani-Tibb with orthodox biomedicine (also termed conventional, Western or allopathic medicine) and assess its potential for improving delivery of an effective, affordable and appropriate healthcare system in South Africa.The research questions which the thesis seeks to answer is whether this integration is possible and whether the delivery of healthcare to the South African population can be enhanced. Changes in the provision of medical education are necessary, and occupy a pivotal role in allowing for this integration. Unani-Tibb is a traditional medical system practiced extensively on the Indian sub-continent and in other parts of the world. At present, however, it is minimally practiced in South Africa. Its primary principle is the energetic promotion of health maintenance behaviour and the prevention of disease, through effective application of dietotherapy, pharmacotherapy and other interventions, as well as the empowerment of the patient towards adopting behavioural changes and lifestyle adaptations. One positive aspect of Unani-Tibb is that it has many features in common with both orthodox biomedicine and African Traditional medicine. These commonalities should allow for greater acceptance by orthodox healthcare professionals, as well as the general population. The first part of the study involved the research and conceptualisation required for the production of a series of customized training modules which introduced the theory and practice of Unani-Tibb. A twelve month part-time training programme based on these modules was subsequently conducted with a number of healthcare professionals presently in active practice and with a background of orthodox medical or nursing healthcare. This outcomes-based training programme included a number of specifically designed training activities, such as case studies, practical exercises and assignments. Appropriate evaluations and assessments were pursued in order to measure performance outcomes and attitudes. Questionnaires for assessing the motivation and satisfaction of the participants were also completed. The second part of the study was in the form of a pilot participant research project, in which the participants applied the information from the integrative programme to a number of chronically ill patients who had previously been treated with standard orthodox bio-medical procedures. The parameters derived for clinical efficacy, cost-benefit and improvement in Quality of Life from Unani-Tibb treatment were then compared to equivalent results obtained by orthodox bio-medicine. In all parameters inspected, the integrative training programme compared favourably to orthodox bio-medical practice. Not only was there an improved clinical efficacy, but the cost-benefit was shown to be superior in most indices measured. The Quality of Life comparison, which assessed the patient and total health status, subjective behaviour and attitude, generally favoured the integrative training programme. The thesis serves to suggest that the integration of Unani-Tibb into orthodox bio-medical training in South Africa is a distinct possibility, and could ultimately allow for treatment which is clinically acceptable, cost-effective and which provides an improved Quality of Life for the population as a whole. I suggest that this pilot study be repeated more extensively, thereby allowing for a more confident and objective assessment.
Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland
(University of the Western Cape, 2007) Kelly, Victoria Louise; Meerkotter, Dirk; Holtman, Lorna; Mikalsen, Øyvind; Faculty of Education
The aim of this study was to use a case study approach to explore and describe how students and teachers perceived performance assessment and context-based assessment models that were used within a real world context teaching and learning approach. The topics Electricity and Air and Living Things formed the science knowledge base for the study. Four junior secondary school science teachers and their students in four schools participated. Participants; experiences of the assessment models were achieved through teachers administering and scoring performance assessment tasks and context-based unit tests to their students. Perceptions were obtained through questionnaires and interviews from students. Interviews and informal discussions were used to elicit teachers; perceptions. Observations during the administration of performance assessment tasks were also used for triangulation.
A capability analysis of education policies in quintile 1 schools in the Frances Baard district of the Northern Cape Province
(University of the Western Cape, 2014) Barnett, Emma Priscilla; Maarman, Ruaan
This study examined the three education poverty alleviation policies in relation to learners’ capabilities and was grounded in the Capability Approach as a conceptual framework pioneered by the economist and philosopher, Amartya Sen. The study posits the view that the policies investigated and evaluated are essential in terms of contributing to the well-being of learners, particularly those living in poverty, as well as offering opportunities for every child, irrespective of social and/or economic background. The theoretical framework which conceptualise the dimensions of poverty, re-imagines the South African case. A local investigation was undertaken to understand the poverty dynamics in the Quintile 1 schools in the Frances Baard District of the Northern Cape Province. The empirical research was done using a mixed methodology within the pragmatic paradigm. The investigations were based on and informed by the policies and the components of the Capability Approach. An investigation into the extent and processes of the implementation of these policies, and their impact on poverty alleviation in the schools, was considered necessary in order to provide information on the successes and limitations encountered in the implementation processes. A framework is proposed including capabilities for the effective implementation of the educational poverty alleviation policies namely autonomy, knowledge and accountability.
A capability analysis of performance in quintile-1 schools in Cape Town
(University of the Western Cape, 2015) Nwati, Munje Paul; Maarman, Ruaan
Learner underperformance, especially in poor school communities has been an issue of contestation since 1994, and remains a major challenge in South Africa. Learner performance in this category of schools continues to plummet amidst government efforts to reallocate resources, and adjust policies to meet the needs of these schools, as well as efforts made by researchers to identify the causes of underperformance. The variances in performance exhibited by schools within this category, often within the same community, and with shared features indicate the need for further exploration of the phenomenon. This study examined three Quintile-1 (Q-1) schools within a particular informal settlement in Cape Town using the Capability Approach (CA) pioneered by the economist and philosopher, Amartya Sen as a conceptual framework to understand the nature of learner performance. An investigation was undertaken in the three Q-1 schools using a qualitative research paradigm. The investigation was underpinned by the constructs of the CA which include; Freedoms, Unfreedoms, Capabilities, Conversion, and Functionings. These components were used in the investigation to understand the nature of learner performance in the schools, and how each of these constructs influenced the gap between available resources and learner performance. This approach was guided by the assumption that these schools accumulate a similar amount of resources, face similar challenges and have learners from similar backgrounds. The investigation revealed that capability limitations and unfreedoms interplay to limit learner abilities to learn and perform. As such, a framework is proposed for understanding learner performance in a Q-1 school community via the capability sets of Amartya Sen. The findings of the study reveal that learner capabilities, as well as their abilities to perform, were limited by existing unfreedoms present in the school community where role players are challenged to convert resources into valued functionings. Notable was the fact that learner backgrounds and circumstances contributed to unfreedoms experienced in the classrooms. The findings also reveal that efforts made through the reallocation of resources are under pressure, because of the plethora of factors at play in the community, the school and the Department of Basic Education. The study emphasizes the usefulness of the CA in educational spaces, considering its importance in the understanding of significant variables that are often neglected in performance discourses, with a focus on the explication of capability sets.
A case for mother tongue education?
(University of the Western Cape, 2012) Desai, Zubeida Khatoom; Meerkotter, Dirk; Ridge, Stanley; Faculty of Education
The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils' curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.
A case study of practical work in a cell biology course at the Eduardo Mondlane University in Mozambique
(University of the Western Cape, 2007) Cossa, Eugenia Flora Rosa; Holtman, Lorna; Faculty of Education
This study was carried out with the assumption that practical work does contribute to the teaching and learning of cell biology at Eduardo Mondlane University in Mozambique. In this regard, the main purpose of this study was to investigate the impact of practical work in the teaching and learning of cell biology concepts, specifically focussing on cell divisions concepts. It also aimed at determining the students' perceptions of the role of practical work in the learning of cell biology. On the other hand, the study sought also to understand the lecturers' practical work teaching experiences and views regarding the cell biology practical work.
A comparative study of the development of vocational education in South Africa and China between 1948 and 1993
(University of the Western Cape, 2016) Arong, Arong; Thaver, Beverley
This study has compared and investigated the historical evolution and development of public vocational education in South Africa and China, between 1948 and 1994. The purpose of the study has been to understand and trace the relation between the internal and external socio-economic and educational factors and determine how these impacted on the development of vocational education in both countries. The main focus was on the public senior secondary-level vocational educational systems in South Africa and China, referred to as technical colleges and skilled workers schools, respectively. In setting up the study, it discovered that in the period preceding 1948 in South Africa and 1949 in China, that while there were multi-track systems in both countries, the roles and functions were different. Following this, the thesis took as the starting point two key periods, namely, 1948/9 and 1978. While 1948/1949 marked the establishment of centralised political adminstrations and nation-state processes; the year 1978 marked the start of economic liberalisation. In both instances, the thesis addressed the question how these two powers made meaning in terms of the nature of vocational education. In this respect, it investigated the ways in which the practices that unfolded were connected to the broader political economic forces in both countries. It drew mainly on primary, secondary and tertiary documentary sources to build a broad historical descriptive narrative of vocational education during this period.
A conceptual exploration of the teaching and assessment of values within the South African outcomes-based curriculum
(University of the Western Cape, 2009) Solomons, Inez Denise; Green, Lena; NULL; Faculty of Education
Both international and local authors argue strongly that state education systems have an important role to play in the development and nurturing of positive values and attitudes in learners. In some instances, as is the case in South Africa, the education system may even prescribe the values that ought to be taught in the institutions of learning. While I agree that education institutions have a responsibility to teach positive values to learners, it is my contention that it is unlikely that educators will be able to fulfil this role in any meaningful way, without an informed understanding of how to reconcile the tensions between personal and common values, the nature of values knowledge and the complexities and challenges that surround the teaching and assessment of values. This study begins to explore some of these complexities by addressing the historical events, education initiatives and policy decisions that have informed and shaped values education policies in South Africa. I conclude that while the inclusion of values in the curriculum is a commendable education initiative to root democratic values in society, it must be acknowledged that values education inevitably, has a political role to fulfil. The teaching of values knowledge cannot be limited to behaviourist approaches. Learners deserve an education that offers opportunities to them to develop into responsible, caring and morally just citizens. A central aim of values education should thus be to provide learners with opportunities and tools to construct meaning around moral concepts and positive values. I strongly believe that it is unlikely that this will occur if educators are not appropriately capacitated to provide such opportunities to their learners.
The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992
(University of the Western Cape, 2011) Govender, Rajuvelu; Kallaway, Peter; Faculty of Education
The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.
Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners
(University of the Western Cape, 2011) Ngcobo, Minenhle Sthandile Faith; Julie, Cyril M.; Mtetwa, David; Breiteig, Trygve; Torkildsen, Ole Einar; NULL; Faculty of Education
At primary school learners are excited about mathematics. This may be an indication that learning related to familiar contexts, connected to the learners’ interests, values and goals is necessary for motivation. At secondary school level learners begin to question the applicability of certain topics in the school syllabus and sometimes do not see the necessity of mathematics in their future careers. This is an indication that they are apprehensive regarding the relevance of mathematics in various contexts. However, relevance has a point of reference, what is relevant to a teacher is not necessarily relevant to the learner and what is relevant to a text book writer might not be relevant to the text book reader. As mathematics educators endeavour to encourage learners to appreciate the relevance of mathematics to everyday life, it is important to be aware of their interests. It is crucial to be informed on the subject areas they desire to know about in order to plan classroom activities that will occupy them in purposeful activity.Usually contexts for learning are chosen by adults without conferring with learners at any point. The present study investigated learners' preferences for contexts to use in learning school mathematics. Furthermore the study sought to establish motivations learners have for preferring particular contexts. The problem the study addressed was that of absence of learners' contribution in contexts used to learn mathematics. The aim was to find out the contexts learners preferred and the reasons they gave for their preferences. It is important to be aware of learners' preferences when choosing contexts to use in teaching. Preferences improve motivation and learning. Furthermore, consulting them sends a message that they matter and have an important role to play in their education.
Cryptology: A didactical transposition into grade 10 school Mathematics classroom
(University of the Western Cape, 2007) Whittles, Kalvin; Julie, Cyril; Torkildsen, Ole Einar; Breiteig, Trygve; School of Science and Mathematics Education; Faculty of Education
This study in an extension of a Master's study, entitled Realistic Mathematics Education and the strategies grade 8 learners develop for the solution of two simultaneous linear equations. the current study investigates how new content could be introduced into a school mathematical curriculum. The new topic under discussion for this study is the topis of Cryptology. Two research cycles were carried out. For the first design research cycle there were three teaching experiments with teachers, grade 10 learners and students as participants. Seven activities weere developed from the second design research cycle which was worked through with gade 10 learners. All sessions for the second design research cycle were video taped. Important to the development of instrutional materials was the development of a hypothetical learning trajetory about the learning and teaching of each activity. the results of the study indicated that the way learners understood the content and the different ways in which they presented solutions augers well for the introduction of a specific new content strand, cryptology, into a new school mathematical curriculum. It is also important for developers of instructional material to have a strong mathematical content knowledge for the design of instructional materials
A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts
(University of the Western Cape, 2006) Jacobs, Mark Solomon; Julie, Cyril; Faculty of Education
This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.
The design, implementation and evaluation of student support and development services in further education and training colleges in South Africa
(University of the Western Cape, 2002) Ferreira, Stephanus Lourens; Lazarus, Sandy; Faculty of Education
The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner. The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services. student counselling services academic development and learning support occupationald evelopmenat nd career guidance life skills education and health education, and college institutional development. Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET.
Developing a model of education support for the Khomani San School community
(University of the Western Cape, 2010) Nel, William Nico; Lazarus, Sandy; NULL; Faculty of Education
The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community?
The development and evaluation of a learning styles assessment tool for the South African higher education context
(University of the Western Cape, 2010) Mkonto, Patricia Nosisana; Lazarus, Sandy; NULL; Faculty of Education
A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.
The Development and Implementation of School Governance Policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)
(University of the Western Cape, 2005) Maharaj, Ameerchund; Lazarus, Sandy; Sayed, Y
This study was initiated while the researcher was still an educator at' a secondary school in Cape' Town, South Africa. This was the period of the mid-1990s soon after the first democratically elected government assumed power in -South Africa: During this period of transition, large-scale reforms were expected on', the, education- front. Educational management and specifically school management were an integral part of these reforms. In terms of school management the idea of parents taking. on a greater .role was receiving wide support. School governing bodies (SGBs) comprising various constituencies and with greater powers were supposed to be the instrument spearheading change III school management. . This study traverses three levels of policy development: national, provincial and local (that is, school). It seeks to understand how school governance policy is developed and implemented using the principle of contestation to guide the analysis. The following questions guided the research: What were the contestations which led to the development of school governance policy at national level. How was provincial school governance policy developed from national policy and what were the areas of contention between the two. What were the contestations resulting from implementation of school governance policy at the school level. At all three levels the discussion of the contestations was limited to the powers and functions of SGBs. By shedding more light on the above questions, it was hoped that the nature of policy contestation would become clearer. This in turn could enhance the study of policy analysis and development.
The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)
(University of the Western Cape, 2005) Maharaj, Ameerchund; Lazarus, S; Sayed, Y; Faculty of Education
The study was concentrated on the period following the first democratic elections for a new government in South Africa, that is, post -1994 up to the year 2000. The change from a system based on fixed apartheid ideology to a more open and democratic one meant that the political scene became more characterized by fierce competition and volatility. The aim of the research was to understand the nature of the contestation as it manifests itself in both the development and implementation of school governance policy at national, provincial and local levels in a climate of political change and turbulence.
Die impak van onderwysers se identiteitsbasis op hul ontvang en implementering van kurrikulum 2005 in sekere verafgelee skole van die Wes-Kaap
(University of the Western Cape, 2006) Visagie, Clarence Vernon; Fataar, Aslam; Faculty of Education
This thesis was undertaken as an empirical study which focused on curriculum implementation in a remote geographical region in post-apartheid South Africa, known as the Overberg. The identity basis on which teachers receive and implement CUrriculum 2005 in the Overberg region, served as the cenrtal focus for undertaking this study. Accordingly, it was found that the personal, ontological, contextual, training, professional and pedagogical influences have had an impact on the composition of the identity basis of teachers in the Overberg region. The teachers received and implemented Curriculum 2005 in the light of the impact of their prior identities.
Education policy development in South Africa, 1994 -1997
(University of the Western Cape, 1999) Fataar, Mogamad Aslam; Meerkotter, DA
Black South Africans have been exposed to an unequal and divided education system. It has been expected that the basis for an equitable education system would be laid in the post apartheid period. In this thesis I have provided an analysis of education policy development in South Africa between May 1994 and mid-1997. My main aim has been to understand the policy vision that the post apartheid state has enacted as the basis for educational reconstruction. The conceptual framework of this thesis is located in the academic fields of Education and Development and Policy Sociology. I have focused on the interaction between the broad delimitations set by the structural, economic and political dimensions in society on the one hand, and the political and policy dynamics that have given education policy its specific meaning on the other hand. The role of the government in enacting a specific policy vision has been at the centre of my analysis. The government has effected a conservative vision with the adoption of the Growth, Employment and Redistribution (GEAR) macroeconomic strategy. GEAR has targeted the development of an export-based global economy along post fordist lines. Predicated upon an emphasis on fiscal discipline, the dominant policy orientation has supported equity but without an emphasis on redress. This approach has not provided the necessary basis for education reconstruction. The National Qualifications Framework (NQF)and Outcomes-based education (OBE) embody a definite vision in terms of which education policy would be aligned with economic development. This vision is based on the false assumption that education should playa fundamental role in producing the sophisticated labour demands of a globally competitive economy. The logic of both GEAR and the NQF is internally inconsistent and the relationship between these two policy frameworks is unsustainable. By mid-1997 a definitive narrow and conservative education policy vision had been established which would impede the development of an equitable education system. Education policy 'narrowing' has not been achieved easily, nor has its outcome been inevitable. The specificity of the political context and policy processes has shaped the policy outcomes. A moderate constitutional dispensation has impeded the possibility of developing a radical policy vision. The semi-federal powers awarded to the provinces have led to inconqruence between national and provincial policy. Court challenges aimed at protecting historically acquired educational privileges, have been brought by conservative groups against national education legislation. The apartheid-era bureaucrats, whose jobs were protected by the negotiated constitution, have impeded the development of progressive policy. They brought the conservative policy reformism of the apartheid state into the new policy processes. The NQF has been developed on the basis of a policy consensus between labour and capital in support of skills training and upgrading of workers. Participation in policy processes has been determined 0[1 the basis of identified stakeholders This has given rise to a technicist policy approach that bas excluded many interest groups, academics and professional experts. Most teachers felt alienated by the curriculum policy process. Policy has been developed in a reconstituted civil society. The progressive education movement has been demobilised, and its place has been taken by a constellation of conservative forces who have used the moderate political climate to advance conservative policy interests. The government has had to make policy within a constrained political and policy environment. With regard to the main conceptual underpinning of this thesis, i.e. the relationship between equality and (economic) development, it is clear that the government has favoured the development dimension in pursuit of an education framework that would aid the generation of a globally competitive economy. Social equality has thus been sideline. I have advanced the view that where the government has reneged on the delivery of the social welfare and educational demands of an expectant polity, education policy has manifested as, means of compensatory legitimation at the symbolic level to 'signal', rather than give effect to real change. In my analysis of school access and school curriculum policy, I have suggested that policy has been limited to 'signalling' a commitment to a reconstructed and equitable education system. This has masked the conservative framework that has come to underpin education policy by mid-1997.

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